Towards a Precision Science of Word Learning: Understanding Individual Vocabulary Pathways

Samuelson, Larissa (2021) Towards a Precision Science of Word Learning: Understanding Individual Vocabulary Pathways. Child Development Perspectives. ISSN 1750-8592 (In Press)

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Abstract

Toddlers vary widely in their rate of vocabulary development. This variation is predictive of later language development and school success at the group level; however, we are unable to determine which individual children with slower vocabulary development in the 2nd year will have continued difficulty. I argue this is because we lack theoretical understanding of how multiple processes operate as a system to create individual children’s word learning pathways. I discuss the difficulties children face when learning even a single concrete noun, the multiple general cognitive processes that support word learning, and some evidence of rapid development in the second year. I present work towards a formal account of the word learning system and how this system changes over time. The long-term goal of this work is to understand how individual children’s strengths and weaknesses create unique vocabulary pathways enabling us to predict future outcomes and identify effective interventions.

Item Type: Article
Faculty \ School: Faculty of Social Sciences > School of Psychology
Depositing User: LivePure Connector
Date Deposited: 13 Mar 2021 00:47
Last Modified: 13 Mar 2021 00:47
URI: https://ueaeprints.uea.ac.uk/id/eprint/79455
DOI:

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